Module Details
| Module Code: |
EDUC8049 |
| Title: |
Montessori & Transformation
|
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Long Title:
|
Montessori & Transformation
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| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
This module is designed to give the student an understanding of the Montessori Approach as a transformative pedagogy. Students will explore Montessori’s cosmic approach to peace education and education for a sustainable world.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Critically explore the potential role of Cosmic Education as an agent of change in our society. |
| LO2 |
Design a plan to develop children’s environmental awareness and activism during early and middle childhood. |
| LO3 |
Utilise their understanding of the Montessori Approach to incorporate peace education in the early childhood and primary syllabus. |
| LO4 |
Examine their personal and professional role in progressing a peaceful and sustainable society. |
| LO5 |
Utilise case studies to critique practice and to work as a team member to suggest solutions and identify best practice. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
| Indicative Content |
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Education as an agent of change
Peace education - Peace keeping, peace making, peace building; international education; human rights education; development education; environmental education; conflict resolution education; equality and diversity; inclusion and tokenism; marginalised populations; education for transformation, advocacy, activism; teachers as cultural workers; personal responsibility; teaching critical thinking; teaching to transgress; education as a liberatory practice.
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Cosmic Education
Interconnectedness; the world as a connected entity; spiritual development – who am I, what is my role in this world; cosmic task; exploration of the world from the macro to the micro and back again; webs in nature.
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Role of the Facilitator
Spiritual preparation; anti-bias goals for adults; mediation; observation; sparking interest through identifying and providing appropriate provocations; prepared environment.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture and Class Discussion. |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided reading and research. |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture and Class Discussion. |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided reading and research. |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Hooks, B.. (1994), Teaching to Transgress: Education as the Practice of Freedom, Routledge, New York, [ISBN: 0415908086].
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Montessori, M.M. Jr. (1992), Education for Human Development: Understanding Montessori, ABC-Clio Ltd, Oxford, England, [ISBN: 1851091696].
| | Supplementary Book Resources |
|---|
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Montessori, M.. (1997), Basic Ideas of Montessori's Educational Theory: Extracts from Maria Montessori's Writings and Teachings, ABC-Clio Ltd., Oxford, England, [ISBN: 1851092765].
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Hooks, B.. (2010), Teaching Critical Thinking: Practical Wisdom, Routledge, New York, [ISBN: 0415968208].
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Hooks, B.. (2003), Teaching Community: A Pedagogy of Hope, Routledge, New York, [ISBN: 0415968186].
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Freire, P.. (2005), Teachers as Cultural Workers: Letters to Those Who Dare Teach, Westview Press, Colorado, [ISBN: 0813343291].
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Freire, P.. (2017), Pedagogy of the Oppressed, 13th. Penguin, USA, [ISBN: 0241301114].
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Montessori, M.. (2007), Education and Peace, Montessori-Pierson Publishing Company, [ISBN: 9081172484].
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Kavanagh, A. Waldron, F. and Mallon, B.. (2021), Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, Routledge, [ISBN: 9780367434151].
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Dolan, A.. (2021), Teaching Climate Change in Primary SAchools, Routledge, London, [ISBN: 9781003112389].
| | Recommended Article/Paper Resources |
|---|
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Luff, P.. (2018), Early childhood education for
sustainability: origins and inspirations
in the work of John Dewey, Education 3-13, 46:4.
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Weldemariam, K. Boyd, D. Hirst, N.
Sageidet, B. Browder, J. Grogan, L.
Hughes, F.. (2017), A Critical Analysis of Concepts
Associated with Sustainability in Early
Childhood Curriculum Frameworks Across
Five National Contexts, IJEC, 49.
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Raimondo, R. (2018), Cosmic Education in Maria Montessori:
Arts and Sciences as resources for human
development, Studi sulla Formazione, 21.
| | Other Resources |
|---|
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www.ncca.ie, (2018), Education for Sustainable Development: A
study of opportunities and linkages in
the primary and post-primary curriculum.
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www.youthworkireland.ie, (2020), Our Fair Planet: Youth Actions for
Climate Justice programme supports young
people become change makers and
advocates for a fairer and more just
world.
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